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1.
This study examines the experiences of nonnative English-speaking faculty instructors teaching subject courses in English-medium instruction (EMI) at a Korean university and reveals the perceived roles of the local language in the context. The data consist of questionnaire responses of 91 Korean professors and qualitative interviews with 15 who had answered the questionnaires. Findings showed that the participants perceived the local students’ performances and the amount of interaction between local and international students negatively. Their perceived need for the local, Korean language correlated negatively with the interaction between Korean and international students. In the qualitative interviews, the local language in the EMI context, despite the full-fledged EMI policy being implemented top down, was represented as crucial for social and instructional purposes and for their own time management. These perceived roles were found to be associated with their multiple identities, as instructors and researchers, required and practiced in the context. The findings are discussed to provide information on how to support an EMI policy for internationalization of higher education, especially in non-English-speaking societies. 相似文献
2.
Nilgün Tatar Ercan Akpınar Eylem Yıldız Feyzioğlu 《Journal of Science Education and Technology》2013,22(5):764-779
The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students’ affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12–13 years) participated in the study. Students’ views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students’ negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies. 相似文献
3.
J. Roschelle D. Tatar N. Shechtman J. Knudsen 《Educational Studies in Mathematics》2008,68(2):149-170
One of the great strengths of Jim Kaput’s research program was his relentless drive towards scaling up his innovative approach to teaching the mathematics of change and variation. The SimCalc mission, “democratizing access to the mathematics of change,” was enacted by deliberate efforts to reach an increasing number of teachers and students each year. Further, Kaput asked: What can we learn from research at the next level of scale (e.g., beyond a few classrooms at a time) that we cannot learn from other sources? In this article, we develop an argument that scaling up research can contribute important new knowledge by focusing researchers’ attention on the robustness of an innovation when used by varied students, teachers, classrooms, schools, and regions. The concept of robustness requires additional discipline both in the design process and in the conduct of valid research. By examining a progression of three studies in the Scaling Up SimCalc program, we articulate how scaling up research can contribute to designing for and evaluating robustness. 相似文献
4.
Bortz Whitney Wall Gautam Aakash Tatar Deborah Lipscomb Kemper 《Journal of Science Education and Technology》2020,29(1):121-136
Journal of Science Education and Technology - Integrating computational thinking (CT) and science education is complex, and assessing the resulting learning gains even more so. Arguments that... 相似文献
5.
Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities. 相似文献
6.
Elizabeth Tatar 《Curator: The Museum Journal》1995,38(4):246-261
Bishop Museum has been the focus of attention in Hawaiì and the mainland for its changes in direction from a traditional natural history museum to an entrepreneurial science learning center. Attention has focused on how well the museum, in changing its direction, serves its communities, especially its the Native Hawaiian community, and whether it should be undertaking contract research projects and contract public programs in partnership with hotels and other commercial businesses. The author, involved in a key role in several projects representing this change in direction, discusses controversial projects associated with repatriation, contract archaeology, and exhibits. The projects are described within the context of the museum's history as a Hawaiian institution. The controversies are then examined in terms of how the museum managed them and in so doing, how it met its mission of education and service. As we enter the twenty-first century, our ability to work with the community, especially the Native Hawaiian community, and remain financially viable will determine how we fare. 相似文献
7.
Jinsook Choi Bradley Tatar Jeongyeon Kim 《Journal of Intercultural Communication Research》2014,43(4):369-385
The purpose of this paper is twofold: (1) to explore what factors prevent English as a foreign language (EFL) students from participating in English-medium instruction classes; and (2) to examine how dialogic teaching techniques enhance students’ participation in classroom interaction. Utilizing the notions of “communicative competence” and “truncated repertoire,” we first investigated the barriers to communication in classrooms. We next examined how EFL speakers are able to communicate in English-medium instruction (EMI) classes. The findings suggest that when the instruction was designed to reduce cultural barriers and to facilitate authentic discussion, EFL students were able to participate in classroom interaction, and they perceived discussion as a way to learn an unfamiliar subject taught in English. 相似文献
8.
Determining the candidate teachers’ opinions regarding self-efficacy towards alternative assessment will be beneficial in
that this will improve their competencies while using these approaches in their applications within the classroom. In this
article, the development and validation of the “Self-efficacy towards Using Alternative Assessment Scale” (SUAAS) is introduced.
The SUUAS is a 26-item scale for assessing candidate teachers’ self-efficacy towards using alternative assessment. Data collected
from 424 candidate teachers provide evidence for the validity and reliability of the scale. The results provide evidence for
a valid and reliable self-efficacy scale with 3 factors, which are named as “Self-efficacy towards Using”, “Self-efficacy
towards Challenges” and “Self-efficacy towards Using Sources”. The Cronbach’s alpha value of the entire scale has been found
as 0.89, while those of the sub-factors are 0.88, 0.86 and 0.71, respectively. Followed by additional validation studies,
the SUAAS will serve as a valuable tool for both instructors and researchers in education to assess teachers’ and candidate
teachers’ beliefs related to their self-efficacy towards using alternative assessment approaches. 相似文献
9.
Moshe Tatar 《International journal for the advancement of counseling》1996,19(3):259-275
To investigate counsellors' perceptions about the counselling of individuals, we collected data from 123 Israeli school counsellors with varying degrees of job experience and tendency to elicit intimate disclosure from others (measured subjectively). In general, in line with previous findings in the American educational system, counsellors reported that pupils approached them mainly in regard to scholastic issues and that time constraints are the main obstacle to performing the task of individual counselling. Moreover, the counsellor's ability to open up other people was positively correlated with a tendency to be approached by pupils and with the appraisal of greater pupil needs for individual counselling. Experienced counsellors were more inclined, than less experienced ones, to perceive a greater need by pupils for individual counselling, especially in junior high school students; to consider pupil unwilling ness to approach them as a major impediment; to not view individual counselling as a central aspect of their job; and to recommend innovative means of increasing contact with pupils, such as self-presentations in the classroom. The study suggests that time constraints and changing organisational trends are leading counsellors to reassess their roles and images.The research was funded by the Z. Aranne Foundation and conducted under the auspices of the NCJW Research Institute for Innovation in Education at the School of Education, the Hebrew University of Jerusalem.The article is based on a paper presented at the American Counselling Association World Conference, Pittsburgh, 20–23 April 1996. 相似文献
10.
Moshe Tatar 《British Journal of Sociology of Education》1995,16(1):93-108
Rather than being an inherent attribute of the school, prestige is conceived as attribute conferred upon the school by the public. The present research sought to explore the factors that contribute to the prestige of high schools, in the view of parents. Data were obtained from 465 parents of 9th and 11th graders attending 18 state‐secular junior and senior high schools. Educational attainment was found to be the prime correlate of school prestige, followed by—in descending order—the quality of teachers, students, parents, school policies, climate, management, and physical facilities. Although factors intrinsic to education proper were found to be the prime source of attribution of prestige to schools, certain parents subgroups were identified for whom prestige was related primarily to extrinsic features. A ‘halo effect’ was indicated demonstrating the reliance of prestige attribution on stereotyped perception. The findings of this pilot study are discussed and suggestions for further research are outlined. 相似文献